Teacher Education Programs Research Articles

유아교사의 놀이교수효능감과 디지털리터러시 및 디지털놀이 지원역량 간의 관계 분석

Objectives The purpose of this study is to analyze the relationship among early childhood teachers' play teaching efficacy and digital literacy and digital play support capabilities. Methods To this end, a survey was conducted on 252 early childhood teachers working at early childhood education institutions in Seoul and Gyeonggi Province from April 11 to April 25, 2024 on the efficacy of play teaching, digital literacy, and digital play support capabilities of early childhood teachers. For data analysis, descriptive statistics, Pearson's moment correlation analysis, and stepwise multiple regression analysis were performed using the SPSS 29.0 program. Results First, early childhood teachers' play teaching efficacy showed a significant positive correlation with digital literacy and digital play support capabilities. Second, early childhood teachers' digital literacy was found to be the most powerful positive predictor of play teaching efficacy. And knowledge literacy, a sub-factor of digital literacy, was the most influential predictor, followed by digital play response and communication, followed by computer literacy, a sub-factor of digital play support capabilities. Conclusions The results of this study are expected to promote understanding of early childhood teachers' play teaching efficacy in the operation of a play-oriented curriculum and provide basic data to help develop teacher education programs to improve play teaching efficacy.

PRE-SERVICE TEACHERS' PRACTICUM IN GRADE R: INSIGHTS FROM SOUTH AFRICA

Since 1994, South Africa has prioritized quality education by ensuring that young learners are taught by qualified teachers. A notable shift has been the inclusion of qualified teachers in Reception year classes. This study investigates the experiences of Level 3 and 4 Bachelor of Education in Foundation Phase student teachers during their practicum in Reception year classrooms and the perspectives of university lecturers who assessed them. Using an experiential learning theoretical framework and a qualitative interpretive research design, data were collected through open-ended questions posed to student teachers. Findings indicate that student teachers had positive experiences, but university lecturers noted that lessons were often teacher-centred, lacking play or inquiry-based methods. Lecturers also highlighted that the Foundation Phase teacher education programme did not adequately support Reception Year teacher development, citing time constraints and insufficient physical space for practical activities. The study recommends re-evaluating the inclusion of Reception year training in the B. Ed Foundation Phase programme and developing an assessment tool to evaluate Grade R student teachers' planning and presentation skills.

Investigating Pre-Service EFL Teachers’ Self-efficacy in Their Classroom Management Skills using the EPOSTL as a Self-assessment Tool

Self-efficacy in classroom management is one of the important dimensions of the concept of teacher self-efficacy. Higher levels of classroom management self-efficacy (CMSE) have been positively correlated with an increase in teacher resilience and students’ learning outcomes. Therefore, it is crucial for teachers to develop CMSE beliefs to promote the quality of their teaching. Although the issue of classroom management has been comprehensively explored in the field of education, there are not many studies focusing on pre-service EFL teachers’ development of CMSE beliefs. Moreover, the relationship among several variables such as teachers’ affective states and students’ attitudes towards teachers or courses has been explored in the context of foreign language education (FLE). However, whether there is a relationship between self-assessment and development of CMSE beliefs in FLE settings has not been studied extensively. In this vein, the purpose of this study is to investigate pre-service EFL teachers’ CMSE beliefs depending on their use of the European Portfolio for Student Teachers of Languages (EPOSTL) as a self-assessment tool in their undergraduate education. This study follows an interventionist experimental design based on mix-method data collection. The participants of the study are 31 senior pre-service EFL teachers studying at a state university in Türkiye. Quantitative data of this study were collected through Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) in the form of pre-test and post-test to the participants. Between pre and posttest period, the participants assessed themselves through the EPOSTL for three times. Qualitative data were collected through the participants’ reflective reports and semi-structured interviews and subjected to thematic analysis. The findings of the study have shown that the use of EPOSTL leads to an increase in participants’ level of CMSE beliefs. It may be stated that the wide-spread use of the EPOSTL can be fostered by designing language teacher education programs as more reflection-oriented. By this way, pre-service EFL teachers’ autonomy, CMSE beliefs, perseverance, and continuous professional development can be sustained.

Evaluating the Impact of the Kampus Mengajar Program on Problem-Solving Skills in Primary School Teacher Education Students

Problem-solving is an essential skill for students, necessary for both acquiring knowledge and preparing for future challenges. The Kampus Mengajar Program, part of the MBKM (Independent Learning Independent Campus) initiative by the Directorate General of Higher Education, aims to enhance students’ soft and hard skills, including problem-solving abilities. This study investigates the impact of the Kampus Mengajar Program on the problem-solving skills of Primary School Teacher Education students. This qualitative research focused on students from the Primary School Teacher Education program at Riau University who participated in the Kampus Mengajar Program Batch 3. Data were collected through case studies, with participants' problem-solving abilities being the primary focus. Descriptive analysis was used to present the findings. The findings revealed that the Kampus Mengajar Program had a positive impact on students' problem-solving skills. Through this program, students were able to develop their soft skills, particularly problem-solving, by engaging in real-world teaching experiences and addressing challenges in primary school education. The Kampus Mengajar Program provided a practical platform for students to apply theoretical knowledge in real-world contexts, thereby enhancing their ability to analyze and solve problems. This hands-on experience proved effective in improving the students' problem-solving abilities, making it a valuable component of their teacher education. The Kampus Mengajar Program significantly contributed to the development of problem-solving skills in Primary School Teacher Education students, offering an effective approach to enhance both their soft and hard skills through practical, real-world engagement.

ENHANCING INTERCULTURAL AND PROFESSIONAL COMMUNICATIVE COMPETENCE OF PRESCHOOL ENGLISH LANGUAGE TEACHERS THROUGH COLLABORATIVE LEARNING

This research investigates a new collaborative learning strategy and its potential to significantly enhance preschool English teachers' professional intercultural and communicative competence in Kazakh higher education. This research aims to provide valuable insights into how CL can enhance preschool English language teachers' intercultural and professional communicative competence. Traditional teacher education programs often prioritize linguistic and pedagogical skills while neglecting the intercultural dimensions of teaching. This gap in teacher education presents significant challenges in adequately preparing educators to meet the needs of a multicultural student population. To address these challenges, this study explores the following research questions: the extent to which the Collaborative Learning for Intercultural and Professional Communication Framework enhances preschool English language teachers' intercultural and communicative competence and the perceived challenges and successes of implementing the Framework in multicultural classrooms. The findings are expected to benefit educators, curriculum designers, and policymakers working to improve teacher training programs in Kazakhstan and other similar educational contexts. The results indicate that this innovative strategy is highly effective in improving teachers' intercultural and communicative skills, offering promising prospects for their professional growth in a multicultural educational setting. These findings have significant implications for you as an educator, curriculum designer, or policymaker, inspiring you with the potential of this strategy to enhance teacher training programs in Kazakhstan and similar educational settings.

Impact of Reflective Practice on the Successful Implementation of Teacher Education Programs: A Case Study of Punjab Province

The study set out to investigate the relationship between reflective practice and the successful implementation of teacher education programs in Punjab. A quantitative research design was applied. The numerical data was collected to find the patterns and relationships regarding reflective practice and its effects. Teachers from different educational levels within the Punjab Education Department comprised the population, and we selected a sample of 250 teachers through simple random sampling to ensure representativeness. Data was collected using a self-developed questionnaire, including closed-ended questions to capture comprehensive insights. Expert review and factor analysis ensured the validity of the tool, and Cronbach's alpha and test-retest methods assessed its reliability. The results demonstrated a positive correlation between reflective practice and teaching effectiveness, confidence, and classroom management. Besides, the demographic analyses indicated that senior teachers and those in rural areas saw greater benefits from reflective practices. To maximize professional development, reflective practice requires customized programs and collaborative cultures, according to the study.

Exploring student-centered instructions in English as a foreign language (EFL) learning in Indonesia through trioethnographic reflections

This article examines professional development through the lens of trioethnographic reflections to enhance student-centered teaching practices. Trioethnography, derived from duoethnography, is a qualitative research method where two or more researchers engage in reflective dialogue to explore an issue. We collected data through four reflective conversations, guided by faculty advisors, during our teaching practicum. Our analysis identified three key themes from these dialogues: (1) reexamining our beliefs about student-centered instruction, (2) recognizing sociocultural barriers to this approach, and (3) sharing experiences of relearning teaching methods. These conversations created a safe space to exchange insights and collaboratively build understanding. The findings have significant implications for teachers and teacher education. First, teachers must continually reassess the beliefs and assumptions that underpin their teaching. Second, understanding students more deeply is crucial for effectively implementing student-centered teaching, especially in EFL contexts. Third, preservice teacher education should emphasize the importance of self-reflection and critical examination of teaching beliefs, fostering both personal and professional growth. Lastly, future research should narrow its focus on specific practical issues within student-centered EFL teaching to further enrich the field and improve teaching practices. Collaborative reflection should become a routine part of teacher education programs to better prepare future educators.

Teacher Education During COVID-19 Pandemic: A Review of Literature During School Closures

The closure of schools as a response to the COVID-19 pandemic led to an urgent shift towards remote and online learning. This sudden shift necessitated significant adjustments in teacher education. Educators had to swiftly adapt their instructional methods to cater to the requirements of distance education. Understanding the experiences and strategies employed by teacher education institutions, educators, and pre-service teachers during this period is crucial for shaping future practices and policies. This study seeks to analyze a variety of research articles conducted both during and post the COVID-19 pandemic. The objective is to explore the main dimensions covered in these studies, focusing on the concerns or challenges faced by their teaching training programs. By examining the insights gleaned from these studies, we aim to gain a comprehensive understanding of the adjustments and innovations that emerged in response to the pandemic. This analysis will provide valuable insights into how teacher education programs can effectively navigate similar challenges in the future and continue to evolve in the face of changing educational landscapes.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

Early childhood education student teachers’ perceptions of implementing a bicultural curriculum

ABSTRACT This article explores how early childhood student teachers are developing competency to implement bicultural practices in New Zealand. It uses surveys and focus-group interviews to examine 162 student teachers’ understanding of the early childhood curriculum, and its implementation during their three-year degree initial teacher education programme. Results showed that the term “bicultural curriculum” was not well understood, and there was confusion over whether Te Tiriti o Waitangi or the Treaty of Waitangi forms the basis of the bicultural curriculum. Student teachers lacked confidence in competently using te reo (the Māori language) within their daily practices and articulating tikanga Māori (cultural constructs).

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.

FOSTERING INCLUSIVE TEACHING PRACTICES: THE CRUCIAL ROLE OF SOCIAL PHILOSOPHY IN DEVELOPING PROFESSIONAL IDENTITY

This article argues that social philosophy is key for teachers. It helps them create inclusive classrooms and develop a strong professional identity. By reflecting on social justice and cultural perspectives, teachers can refine their practices and make ethical decisions. This article also explores how social philosophy can prepare future teachers by examining how social factors shape their identity. Finally, it emphasizes the importance of a strong professional identity for teachers and highlights the role of social philosophy in teacher education programs.

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

AbstractThis exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.

Beyond the classroom: the evolving spectrum of ESD research in Japan

PurposeEducation for Sustainable Development (ESD) has been robustly endorsed through policy mechanisms, prompting numerous context-specific voluntary initiatives in Japanese schools and communities. However, this field remains in its infancy. This study aimed to investigate the literature on ESD in Japan to reveal research trends, identify research gaps and propose areas for future research, from early childhood to higher and non-formal education.Design/methodology/approachThis study employed a qualitative design with a Systematic Literature Review (SLR) approach to analyze 88 peer-reviewed empirical studies on ESD in Japan from 2005 to 2023.FindingsThis study has revealed an observable increase in the number of ESD-related publications, especially after 2015. Most studies emphasize formal education, particularly from elementary school to universities. These articles were categorized into seven thematic foci, with “Pedagogical Approaches and Material Development in ESD” being the most prevalent. There has been an evident shift in Japan from traditional lecture-style methods toward learner-centered ESD pedagogies. However, the country lags behind the global education community in terms of research on and the implementation of Teacher Education for Sustainable Development and the Whole-School Approach.Research limitations/implicationsThe study is confined to peer-reviewed, empirical publications in Japanese or English, potentially overlooking significant non-empirical works and studies in other languages. This limitation could mean missing out on broader insights and perspectives. Furthermore, as a qualitative analysis, there's an inherent risk of bias in interpreting data and categorizing themes. These constraints suggest caution in generalizing the findings and indicate areas for further research, such as expanding the linguistic and methodological scope and enhancing objectivity in analysis.Practical implicationsThe findings suggest a pressing need for Japan to refine its approach to ESD, particularly in teacher training and school management, aligning more closely with global practices. For practical application, this involves adopting more holistic teacher education programs and school management strategies that integrate ESD principles comprehensively. Recognizing the unique challenges of Japan's educational culture is crucial for developing tailored strategies that not only follow global best practices but also resonate locally. These insights aim to guide meaningful interventions, promoting an education system adept at addressing sustainability challenges.Originality/valueCategorizing the literature into formal and non-formal settings and subsequently into seven themes offers a clear depiction of the research trends. A comparison of Japan's specific advancements and challenges in ESD with global trends, particularly in pedagogy, teacher education and institutional management, highlights the areas needing further exploration.

EMPLOYMENT JOURNEY OF TECHNICAL TEACHERS: STORIES TO TELL

This study sought to examine and evaluate the difficulties that Technical Teachers encountered in their search for employment, from obtaining licensure and competing with other graduates to securing the actual job itself. The study utilized thematic analysis and the descriptive phenomenological approach to explain the common experiences of the twelve graduates of the Bachelor of Technical Teacher Education program. This research delved into the experiences of these graduates as they navigated the job market. The past qualitative study highlighted the following: technical teachers faced significant challenges in securing employment. It was important to understand these challenges and support future technical teachers. The study also examined the challenges they faced, the coping strategies they adopted, and the insightful advice they provided for navigating the road to a fruitful teaching career. The recurring themes based on participants' coping strategies with the challenges included investing in professional development opportunities, tapping into support systems, possessing a positive mindset, and keeping the faith burning. The recurring themes based on participants' insights that they wanted to share with their fellow Technical Teacher students and graduates regarding what they had learned about their employability journey included the importance of college training and internships, the need for continuous learning in the field, and the vitality of working hard in the process. The difficulties and successes that Technical Teachers faced were highlighted by these recurrent themes. Additionally, more research on this topic could be conducted in the future to look more closely at the areas covered by the Technical Teacher Education program.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0710/a.php" alt="Hit counter" /></p>

Why Do You Want to Be a Teacher? A Natural Language Processing Approach

Heightened concerns about the health of the teaching profession highlight the importance of studying the early teacher pipeline. This exploratory, descriptive article examines preservice teachers’ expressed motivation for pursuing a teaching career. Using data from a large teacher education program in Texas, we use a natural language processing algorithm to categorize into topical groups roughly 2,800 essay responses to the prompt, “Explain why you decided to become a teacher.” We identify 10 topics that largely reflect altruistic and intrinsic (although not extrinsic) reasons for teaching. The frequency of topics varied substantially by preservice teacher gender, race/ethnicity, and certification area. Intrinsic enjoyment of teaching and experiences with adversity predicted higher clinical teaching performance and lower attrition as a full-time teacher.

“We felt so alone, but at least we felt it together”: Self‐compassion among teachers

AbstractIn recent years, the topic of self‐compassion has attracted increasing attention in the literature, yet little is known about teachers' perceptions of self‐compassion in their daily practice. This qualitative study adopted a phenomenological approach to deepen the understanding of self‐compassion among this population. Thirty‐four teachers in Israel aged 25–63 were interviewed face‐to‐face in 2023, using a semistructured interview guide. Thematic content analysis revealed three main themes: (1) an approach to life and professional practice—fostering connection and collaboration; (2) an evolving process—accepting and forgiving oneself; and (3) training—strengthening the self‐compassion muscle. The findings suggest that fostering self‐compassion among teachers can help alleviate occupational stress and burnout. Schools should provide resources and promote a collaborative culture, implement mentorship programs, and incorporate self‐compassion tools into teacher training programs. Additionally, policy‐makers should promote practices that focus on enhancing teacher self‐compassion. By implementing these recommendations, schools can create a supportive environment that promotes teachers' overall health and well‐being. This study offers practical implications for teachers, administrators, and teacher education programs, and highlights relevant areas for future research.

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers

Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers have to look holistically and systematically at program design and evaluation. However, we can talk about exemplary practices that have been supportive in preparing TOCIT. This article describes various teacher education pedagogical and theoretical practices that have been used in the preparation of TOCIT within different types of teacher education programs. We discuss two common types of teacher education programs—traditional and alternative. We also discuss the policy landscape for these teacher education program types, focusing on practices used in TOCIT preparation. Recommendations are suggested for policymakers to work intentionally toward creating a diverse teacher workforce and providing support—resources and financial—throughout teachers’ careers. Keywords Teachers of color, Indigenous teachers, alternative certification programs, Grow Your Own, residency programs

Novice teachers’ challenges of teaching physical education in urban schools

ABSTRACT Guided by occupational socialisation theory (Lawson [1983a] Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher education. Journal of Teaching in Physical Education, 2(3), 3–16. https://doi.org/10.1123/jtpe.2.3.3; Lawson [1983b]. Toward a model of teacher socialization in physical education: Entry into schools, teachers’ role orientations, and longevity in teaching (part 2). Journal of Teaching in Physical Education, 3(1), 3–15. https://doi.org/10.1123/jtpe.3.1.3; Lortie [1975]. Schoolteacher. University of Chicago Press) and culturally relevant physical education (CRPE) (Flory and McCaughtry [2011]. Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly Forexercise and Sport, 82(1), 49–60), this study aimed to identify the challenges experienced by two novice physical education teachers working in urban schools. To accomplish this, two participants completed five written reflections and five in-depth interviews each across eight months. Despite strong academic backgrounds, successful internships in urban settings, and teacher education programs intentionally designed to prepare them for teaching in urban school settings, the participants described two overarching challenges they experienced: a lack of resources and issues implementing the curriculum. Considering the participants’ prior experience and context-specific training to work in urban school settings, the results reinforce the necessity for additional training, support, and stronger partnerships between universities, schools, and districts to bolster teacher retention in urban schools.